This text-based course is a transcript of the webinar, “Language Assessment in Early Childhood,” presented by Adam Scheller, PhD.
>> Dr. Adam Scheller: I will be discussing a lot of topics that are related to early childhood evaluation in general. There are many concepts that are applicable across all of the domains and all of the professions. We will discuss some best practices. We will discuss how an assessment, such as the Preschool Language Scales-5 (PLSä-5), does align with those best practices. We will look at the uses and scores for the PLS-5, what you should be looking at, and how you can use those scores. We will also do the same thing with the Clinical Evaluation of Language Fundamentals – Preschool-2 (CELF P-2).
Today’s learning outcomes are that participants should be able to:
- name at least one best practice procedure for evaluating children
- describe at least one area where the PLS-5 aligns to best practice assessment for young children
- describe at least one type of referral for which the PLS-5 can be used effectively to answer evaluation questions
- describe at least one score on the CELF P-2 and how it can be used to answer a specific referral question
The main purpose for the last two learning outcomes is to be able to distinguish between the PLS-5 and CELF Preschool-2. I get many questions about which assessment to choose. I will also give you some personal stories. I have a young son, who is almost three years old, currently going through language evaluation. I will be able to talk to you about my discussions with the early childhood professionals, not only from a professional psychologist perspective, but also a parent perspective.
Legal and Ethical Issues
It is important for us to understand why early childhood evaluations and services are possible now. To start this, we have to think about the federal legislation that affects preschool and early childhood assessment. The original law, which was PL 94-142, otherwise known as the Education for All Handicapped Children Act, came out in 1974 and was revised in 1986, which was PL 99-457. That was a major revision of the original 1974 law. Essentially, it extended special education services to children from birth to 21.
Why was that revision so important? Congress, at that time, established the Part C, which was the early intervention program, in 1986. It recognized an urgent and substantial need for things such as enhancing the development of infants and toddlers with disabilities. We know it is important to get to them as early as possible for intervention. It also reduces some of the educational cost by minimizing the need for special education through early intervention. They were hoping that early intervention at the time would help offset the costs of school districts when we got to that point. Additionally, it was looking at minimizing the likelihood of institutionalization, maximizing independent living, and enhancing capacity for families to meet their child’s needs. It was empowering families and reducing the need for institutionalization. Institutions kind of went away in the 1990s, for the most part, and the real emphasis was on homes and families -- addressing those needs. That was an important move.
